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ERIC Number: ED474611
Record Type: RIE
Publication Date: 2003-Feb
Pages: 57
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Supporting the Development of English Literacy in English Language Learners: Key Issues and Promising Practices.
August, Diane
This report summarizes research on the role of English oral proficiency in acquiring English literacy, noting issues that English language learners (ELLs) encounter because of their developing English oral proficiency and discussing best practices in supporting English language development in the context of literacy instruction for those students. The report focuses on the vast majority of ELLs who are not learning disabled but require time to become English proficient. Studies cited are mainly drawn from research conducted with children learning English as a Second Language where English is the societal language. The report addresses the relationship between oral language proficiency and literacy and examines a review of second language instruction. It describes what the research says about effective literacy instruction for English speaking students, issues facing ELLs, and promising practices for promoting English literacy for ELLs. It reviews family literacy and special education programs and discusses cross-cutting issues in literacy acquisition, including assessments and benchmarks, accommodating multiple levels of English proficient students in literacy instruction, and integrating subject matter into literacy instruction. Finally it recommends further research on the literacy development among ELLs, particularly in the areas of technology and comprehension. (Contains 114 references.) (SM)
Johns Hopkins University, Center for Research on the Education of Students Placed At Risk, 3003 North Charles Street, Suite 200, Baltimore, MD 21218. Tel: 410-516-8800; Fax: 410-516-8890; Web site: http://www.csos.jhu.edu/crespar/reports.htm.
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on the Education of Students Placed At Risk, Baltimore, MD.